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Every Day Evidence #61 for 2013 - Parent Voice on Teacher Effectiveness
June 17, 2013Dear Governor Snyder, Senator Jansen, Representatives MacGregor, VerHeulen, Lyons, Hooker, Yonkers, Dillon, and Brinks,Today's
EDE comes from Emily, a parent of a Deaf/Hard of Hearing student. Her
commentary about a staff member is just one example of the emotional and
spiritual relationship in our community that is a public school.
Every Day Evidence - Public Schools Work Parent VoiceIts not everyday that you come across the kind of teacher that you
remember for the rest of your life, a teacher that impacts your life in
every aspect, a teacher that changes your future. I never had one of those teachers; but my son and daughter do. Her name is Deb Mills. I
have 4 children, Jax is almost 7, Sulli is 5, Phoenix (Nixie) is 2, and
Nemera is 5 months. My middles (Sulli and Nixie) were born hard of
hearing. Nixie was diagnosed practically at birth but Sulli was 3 1/2.
We knew when he spoke his first word shortly after Nixie was born, he
obviously spoke in "deaf speak". I was heart broken at first, we
were in Kalamazoo and there is very little there to aid and educate
deaf or hard of hearing kids. But that summer we moved up here, just
happened to land in Northview school district. I called to get Nixie's
early on program started and found out about the DHH program at
Northview. I was truly ecstatic, but my ride had only begun. When
it came time for orientation and meeting Sulli's teacher for the first
time we were nervous but very pleased and a little relieved to get to
know her a little. Relief turned to utter joy and astonishment as Sulli
bonded with Deb and improved. By Halloween I had friends and family
asking me what I was doing, he was so changed, so much happier and more
social. I told each and every one of them, it wasn't me. It was his
teacher Deb Mills. In just 2 short months she brought out in him the
boy he was inside, the boy stuck behind the frustration and anger and
misunderstanding. She taught him how to be himself and how to
communicate himself to others. She taught him how to play, and showed
him more love than some of his family members. I know she loves him as
if he were her own. Deb Mills took a defiant, angry, frustrated,
sad little boy and made him into the happy little wild card he is
today. The boy I knew was in there but just couldn't find his way out.
She even potty trained him since I couldn't seem to make it stick at
home! My daughter Nixie is another little wild card, sweet and
feisty she HATED wearing her hearing aids. Hated them so much I gave up
a few months before she started class this past winter. Deb taught her
to love them, to love sound. Now she listens. Well, she listens as
well as any other 2 year old on the planet anyways. I cannot
express the depth if impact Deb has had on our lives. She let my son
out of his shell, and pulled my daughter up from under the silence. If
we were still in Kalamazoo I would not have the same children I have
now. Sulli would likely still be frustrated and angry, Nixie would
likely still hate her hearing aids. My children would be on a different
path, today the whole world is open to them as if there is no
disability there and it is all because of Deb and the wonders she works
with kids. The truth is I would gladly leave all my children in
Deb's care if I were to die. I know that they would be raised in the
best possible environment by the greatest woman I've ever known. How
many teachers would a mom say that about? If every teacher every where were their own version of Deb Mills I think the world would have far fewer social problems. Questions for Your Consideration:
As an elected official, how do you evaluate your support of public education?Have you shared one piece of evidence that public schools work?Are you aware that this email is the 170th piece of evidence we have sent to you during the 2012/13 school year?Are you aware that over 900 people receive a blind copy of our communication with you?Sincerely,Mike Paskewicz, SuperintendentNorthview Public Schools
Student Voice in Two Languages - Public Schools Work
June 14, 2013Dear Governor Snyder, Senator Jansen, Representatives MacGregor, VerHeulen, Lyons, Hooker, Dillon, Yonkers, and Brinks,
Today's Every Day Evidence comes from a Northview High School
teacher who has very high expectations for his students. Robin Paredez
shared this "evidence" that public schools work beyond the classroom.
It is also "evidence of workforce ready" that is not measured by a
standardized test. Please take a few minutes to read this reflection by
Northview High School Student Kirsten Domagalski, who wrote the reflection in Spanish as part of a class requirement. Her first language is English. Her English translation
follows.
Every Day Evidence Public Schools Work - In Spanish and English
Cuando
empecé mi trabajo en la tienda de Aeropostale, no tenía ningúna idea
que por la primera vez yo descubriría un mundo muy diversificado en que
yo pude usar mi Español. Era muy tímida cuando usaba el idioma nueva en
el pasado porque no quería tener averguencia cuando no sabía una frase o un hispano no pudo entenderme. Por eso, no usaba mucho.
Pero, un día
había una niña que tenía como 7 años que estaba traduciendo para su
madre. Ellas estaban hablando con mi jefe y la madre estaba frustrada
con la situación porque no sabían cómo decir los tamaños que necesitaban
cuando ellas no sabían si la ropa de nuestra tienda era para los niños,
adolescentes, o adultos. Yo oí la conversación y tenía que ayudar. Dije
a mi jefe que pude hablar en Español con ellas y les ayudé lo más
posible.
Era el momento
que La Madre frustrada oyó el Español de mi boca que inmediatamente supe
que todos de mis años de español completamente valían la pena. La
sonisa de la madre y su alivio eran algo muy fantástico que yo pude ver.
Cuando yo terminé con ayudandoles la madre era tan simpatica y
agradecida que ella podría comunicar para ella.
Desde este día yo he tenido mucho
más confianza con mi habilidad en español. Ahora, yo hablo con casi
todos de los hispanos que vienen a la tienda, y es divertido para ver
los reaciones cuando una adolescente americana sabe el color y tamaño
que se necesita antes de que se lo dices en Inglés. Me encanta la
interacciones nuevas con personas fantásticas, y agradecidas cuando yo
puedo ayudarles.
Más importante, por la primera vez yo he visto cómo el uso de otro
idioma puede ayudarme y otros en muchas situaciones. Y, por la primera
vez estoy muy emocionada para mi futuro con la idioma de español en mi
vida.
English Translation When
I began my job at Aeropostale in the mall, I had no idea that for the
first time I would be able to discover the diverse world in which I can
use my Spanish abilities. I was very timid when I used the new language
in the past because I didn't want to be embarrassed when I didn't know a
phrase or someone with a Hispanic background couldn't understand me.
Because of this, I didn't use it a lot.
But,
One day there was a young girl, about 7, who was translating for her
mother. They were talking with my manager, and the Mother was getting
frustrated with the situation because she didn't know how to say the
sizes that they needed when they didn't know if the clothing of our
store was for children, teens, or adults. I overheard the conversation
and felt like I needed to help.I let my manager know that I could speak
Spanish and tried to help them the most that I could.
It
was the moment that the frustrated mother heard the Spanish coming out
of my mouth that I immediately knew that all of the years I spent on
Spanish were completely worth it. The smile she wore and her relief were
something fantastic to see. When I finished helping them the mother was
incredibly sweet and thankful that she herself could communicate.
Since
this day I have had much more confidence with my ability in Spanish.
Now, I speak with almost all of the Hispanic customers that come to the
store, and it is fun to see their reaction when an American teenager
knows the size and color that they need before they say it in English. I
love the new interactions and fantastic and thankful people that I am
able to communicate with and help.
More
importantly, for the first time I have been able to see how the use of
another language can help me and others in many situations. And, for the
first time I am excited for my future with the Spanish Language in my
life.
Kirsten Domagalski
Questions for your consideration:
Can
you name the public school systems in the United States that have
demonstrated significant student academic growth that is directly
related to merit pay?
Have you shared at least one piece of evidence that public schools work?
How do you judge your support of public schools?How many different languages are spoken in each of the school districts in your legislative districts?
Sincerely,
Mike Paskewicz, Superintendent
Northview Public Schools
High School Principal Tweets #GRAD2013
…connecting with (and SHOCKING) his graduating seniors!
Forget Facebook. Teens have taken over Twitter! They have condensed their thoughts and recorded their actions into meme-like tweets of 140 characters, and have learned to live instantly and publicly via their smartphones. This is a culture. Educators are recognizing Twitter as a legitimate forum for teens (and as a powerful learning network for themselves!). In the unusual commencement speech below, Principal Mark Dziatczak gently pokes tongue-in-cheek fun of teen tweeters and himself as he steps out of his comfort zone to embrace social media’s multiple purposes. Kudos, Mark, for daring to be a Twitter-newbie, and for engaging and communicating with students via your tweets, twit pics and sense of humor… READ ON!
GRADUATION-June 8, 2013- My name is Mark Dziatczak, and I am proud to serve as Principal of Troy High School. Ladies and gentlemen, we gather today to celebrate the accomplishments of Troy High School’s incredible Class of 2013. And let me tell you this is an amazing group. They have it all – outstanding grades, through the roof test scores, exemplary community service, Student Government Board of Delegate Reps, Mr. Tennis, WDIV Pep Assembly champs, international google competition winners, DECA national champions, national chemistry Olympiad finalists, science Olympiad state champions, scholastic arts winners, the list goes on and on – wow! This is a sharp, well rounded and grounded, yet ambitious group that seemingly only knows how to pursue excellence with a tenacious spirit.
Today’s Colt graduates seem to stop at nothing to be successful. I ask you, what group of teenagers could possibly transform a fun, spring-time, happy, simple squirt gun fight into a strategic, high stakes, win at all costs, ‘Call of Duty’ style water war where participants conspire to commit crimes in order to record a water kill on an opponent? I’ll tell you who, Troy High’s Class of 2013.
So, the Class of 2013 tripped over its own ambition a few times while walking the halls of Troy High School. Fortunately, most of the time, our graduates did not. Because for every chicken nugget they hurled across the cafeteria, they turned around and won a league championship and earned a scholarship. For every Saturday School served, they aced the ACT. In fact, from a historic perspective, it is difficult to identify a THS graduating class that is so accomplished. Ladies and gentlemen, to their credit, the Class of 2013 has played the largest role in our school’s highest ever recorded performance rankings from the Washington Post and Newsweek. Largely because of the scholastic efforts of this graduating class, Troy High School was recently named the #1 most challenging high school in the State of Michigan by the Washington Post. And, in the same year Newsweek’s online magazine ranked Troy High as the #1 traditional, public high school in the State of Michigan. So, Class of 2013, because of your efforts, I now get to do this…
Now when I learned of these #1 rankings I immediately tweeted this out to all my followers on Twitter. I thought this was really cool, because I was a first-time Twitter user this past year. It was amazing how many people ‘favorited’ and ‘retweeted’ the news about THS. For those that are unfamiliar, Twitter users establish an account with an account name (for all you old-schoolers out there like me, think of it as a CB handle that starts with the @ symbol). Tweeters receive messages known as tweets from others only by following them on Twitter. Following them merely means that you elect to receive their messages or tweets. And, one’s tweets are only heard if other twitter users are following the tweeter.
Finally, one other feature of twitter allows a user to create a hashtag, which basically helps organize tweets by letters that follow the # symbol on the keyboard. For example, sometimes when people tweet about something really great that happened during a particular day, they might type in #BestDayEver into the message. This allows a user to see all the messages that include the #BestDayEver in one grouping.
Anyway, I am now an avid Twitter user, and I think it is especially important that the principal of the recently ranked #1 high school in Michigan should certainly be a user of social media to communicate with constituents. What is really neat about it is you can use it for many purposes. To demonstrate, I will share some examples from actual THS Class of 2013 tweets:
[Editor's Note: audience of graduating seniors went very still at the mention of actual THS student tweet examples]
Finally, the purpose of my favorite student tweet: you can be VERY CLEVER -
Now I actually did this, and I can testify that it never gets old because the sucker actually does turn into a superhero. Very cool.
Anyway, this Twitter thing has been fantastic. I actually had to use Twitter earlier this year when I was in a really sticky situation at school. I got into a car accident with Xinrui Yang’s Toyota that was parked in the visitor lot after school. Yes, it is true story. I backed into Xinrui’s Toyota earlier this year. This is a very bad thing for a principal. Worse yet, I had to tell my wife what happened. So, I sent a series of tweets to her. It was pretty embarrassing:
So you see, Twitter has all kind of uses. And, it has truly been a blast to use it so frequently at events this year involving our seniors, the outstanding Class of 2013.
In closing, I want to take this opportunity to thank the Class of 2013 for a fantastic four years. Graduates, please make sure you hug your loved ones today extra hard and say thanks for all their support during your high school career. Here is my final tweet to Troy High’s Class of 2013:
Graduates,
Your time is done #FinalBell. Your lockers are closed #Slam. Troy High will soon be but a memory #Nostalgia.
Work hard, live your dreams, & serve thy neighbors well #Citizenship. #Believe.
Find direction from within #Compass and never, ever, ever quit. #Persistence.
CUL8R, Class of ‘13.
******
Mark Dziatczak (@MDZLeadership) is currently concluding his 8th year as principal at Troy High School. Mark has physics and secondary education bachelor degrees from Wayne State University, a masters degree in K-12 administration from Michigan State University, an education specialist degree in educational leadership from Oakland University, and is currently a doctoral student at OU studying the effects of the early acquisition of postsecondary credit on students. He resides in Troy with his educator wife Lisa, and two children, Alaina and Anthony.
*SHARE THIS BLOG POST! Tweet & Facebook: High School Principal Tweets #GRAD2013 & Connects to Students! http://ow.ly/m0VQP #EdChat #MichEd
******
RESOURCES
Why Teachers Should Try Twitter
7 Ways Twitter Promotes 21st Century Learning
60 Ways to Use Twitter in the Classroom (by Category)
A Great Twitter Cheat Sheet for Teachers
5 Minute Film Festival: Twitter in Education
Connected Principals Website & Twitter
VIDEO: Dick Costolo, Twitter CEO, at UMich Commencement (funny!)
******
Edited by Jean MacLeod, Communications/Oakland Schools
AND… MORE about OAKLAND SCHOOLS
Oakland Schools • 2111 Pontiac Lake Road • Waterford, MI 48328-2736 • 248.209.2000
FISA courts, national security, and student testing: What's the connection?
What follows may be a stretch but hang with me. I think there is a connection.
Recently on NPR author Tim Weiner was interviewed about our national security program, the FISA court, and the recently revealed government surveillance program.
While interesting, none of what he said really related to my world until he said the following:
"Our capacity to collect (information) far exceeds our capacity to analyze and act."
Bells and whistles went off in my head. This is part of the problem in American education. Everyone it seems wants to collect information. However, collecting information is not the most important part of what we do. The critical act for us is analyzing information, figuring out what the information is telling us.
In our district we have tried to streamline the information that we collect. We do benchmark assessments with the NWEA twice a year only. Aside from state assessments we try to limit other more formal assessments. The informal classroom based assessments are meant to provide more timely, focused information.
Some of the teachers, and most likely the principals, in my district might argue, some rather passionately, that we test students too much. In the first month of school we give both the NWEA and the MEAP (state required) assessments. We also administer the Fountas and Pinnell assessments. Throughout the year we also administer unit pre/post-tests, end of course or end of semester exams. We administer the MME (state required) assessments to 11th grade students that includes the ACT assessment. We also use the EXPLORE and PLAN assessments with our 9th and 10th grade students.
While that seems like a lot of assessment, the total time for the standardized assessments is less than 2% of student hours over the course of a year. Honestly, we use about the same amount of time lining up students at the end of the day.
I would not disagree that the best use of classroom instructional time is for instruction. However, an important component of effective instruction is understanding what students know and can do. That requires assessment. So at some level assessment needs to be given some time to occur over the course of the year.
The question is, as Mr. Weiner so eloquently put it, do we have the capacity to analyze and act?
I believe we have the capacity. In the case of education, an additional question is do we have the will?
I know that we have teachers and administrators who are willing to and who have the ability to look at data and see what is going on in the life of a child. \
But sometimes it is easier to rely on our hunches or our informal observations or our experience with a child. I would not disagree that those are important and valuable pieces of information. But the information we can gather from more formal assessments is also valuable. It gives us another perspective that can either help us confirm or reject what our more informal data collection has revealed.
Teaching, it has been said, is both art and science. We need to remember that as we try to sort through the data that we collect on our students. We cannot focus on the data to the exclusion of things we see in the classroom. We cannot focus on our classroom experience to the exclusion of what more standardized assessments tell us.
We must be better than those who collect data for national surveillance. They have become quite adept at collecting data. We have traveled a piece of that road. Now it is time to make sure that we are also prepared to analyze and use the data to help students learn.
Recently on NPR author Tim Weiner was interviewed about our national security program, the FISA court, and the recently revealed government surveillance program.
While interesting, none of what he said really related to my world until he said the following:
"Our capacity to collect (information) far exceeds our capacity to analyze and act."
Bells and whistles went off in my head. This is part of the problem in American education. Everyone it seems wants to collect information. However, collecting information is not the most important part of what we do. The critical act for us is analyzing information, figuring out what the information is telling us.
In our district we have tried to streamline the information that we collect. We do benchmark assessments with the NWEA twice a year only. Aside from state assessments we try to limit other more formal assessments. The informal classroom based assessments are meant to provide more timely, focused information.
Some of the teachers, and most likely the principals, in my district might argue, some rather passionately, that we test students too much. In the first month of school we give both the NWEA and the MEAP (state required) assessments. We also administer the Fountas and Pinnell assessments. Throughout the year we also administer unit pre/post-tests, end of course or end of semester exams. We administer the MME (state required) assessments to 11th grade students that includes the ACT assessment. We also use the EXPLORE and PLAN assessments with our 9th and 10th grade students.
While that seems like a lot of assessment, the total time for the standardized assessments is less than 2% of student hours over the course of a year. Honestly, we use about the same amount of time lining up students at the end of the day.
I would not disagree that the best use of classroom instructional time is for instruction. However, an important component of effective instruction is understanding what students know and can do. That requires assessment. So at some level assessment needs to be given some time to occur over the course of the year.
The question is, as Mr. Weiner so eloquently put it, do we have the capacity to analyze and act?
I believe we have the capacity. In the case of education, an additional question is do we have the will?
I know that we have teachers and administrators who are willing to and who have the ability to look at data and see what is going on in the life of a child. \
But sometimes it is easier to rely on our hunches or our informal observations or our experience with a child. I would not disagree that those are important and valuable pieces of information. But the information we can gather from more formal assessments is also valuable. It gives us another perspective that can either help us confirm or reject what our more informal data collection has revealed.
Teaching, it has been said, is both art and science. We need to remember that as we try to sort through the data that we collect on our students. We cannot focus on the data to the exclusion of things we see in the classroom. We cannot focus on our classroom experience to the exclusion of what more standardized assessments tell us.
We must be better than those who collect data for national surveillance. They have become quite adept at collecting data. We have traveled a piece of that road. Now it is time to make sure that we are also prepared to analyze and use the data to help students learn.
Public Schools Work - A Parent/Teacher Reflection
June, 12, 2013Dear Representatives MacGregor, VerHeulen, Lyons, Hooker, Dillon, Yonkers, and Brinks, Senator Jansen, and Governor Snyder,Today's
Every Day Evidence comes from a parent/teacher at Northview High
School. Her reflection regarding the value of public education is an
important read for you as legislators.
Every Day Evidence - Public Schools WorkAs my youngest daughter graduates from
Northview High School, I have spent time reflecting on all of my
children's education in this district. I realize that I have a unique
perspective because I am a teacher here, but I am convinced more than
ever that all six children were given amazing opportunities to grow and
excel.
I would be remiss to focus on specific teachers, schools, or
departments because every single building has contributed to my
children's well-being and education. I can honestly say that my children
bonded with all types of teachers - young, young at heart, male, female
- I was always impressed with how exceptional these classrooms were in
their lives.
At one point in time, my husband and I had a child in every
level: preschool, elementary, the two middle schools and the high
school. I was able to interact not only with teachers, but also with
administration on various levels. My husband and I always felt supported
and valued. We knew that our voices were heard and that the "whatever
it takes" philosophy that has become Northview's spirit was meant for
every family here.
Having been nurtured and tended by so many wonderful teachers,
coaches, and principals, my children have gone in many different
directions: Kelly, my oldest, has a Ph.D. in psychology and was just
hired by Michigan Technology University, Kristin teaches piano and
clarinet, Kerri teaches 3rd grade in Kansas, Kassie just earned a social
work degree, Kevin just took his MCATS for medical school, and
Katherine is off to New York for fashion merchandising. By the time
Katherine graduates from FIT, our family will have 20 advanced degrees.
As you can see, many teachers in Northview contributed to this vast array of interests.
I know that my family is not unique. Every family here sends
Northview their "jewels" in hopes that diligence and love work their
magic into their children's lives. We know that this district is filled
with success stories. You have sent out testimonies that speak to
every-day miracles that bubble out of real-life stories about teaching,
persevering, and caring.
As a teacher, this district has kept me focused on growth and
interested in progress. I continue to learn about how to teach with more
skill and compassion - Northview has encouraged my learning through
opportunities to work, dream, and lead. After 41 years of teaching,
people ask my why I am still in the classroom, why I still go to school,
why I still work so hard. That's easy: I love what I do. I love
where I am. I love where we're going.Sheridan SteelmanFun Fact: The
Northview Education Association has awarded over $130,226 in
mini-grants since 2006. Spreading the good news about Northview is
priceless.
A new set of questions:State of Michigan Net-funding for
K-12 increased by 1.58% to bring the per-pupil funding to $7,076 in
Northview. This is an increase from this year ($6,966 per-pupil).
Per-pupil funding in 2006/07 was $7,085. Please answer the question -
"Why is State of Michigan net-funding for K-12 in 2013/14 less than State of Michigan net-funding in 2006/07?Are you aware that Northview is down over $2 million in State of Michigan net-funding since 2008/09?
As you consider
HB 4625 (Merit Pay), can you name one school district in the United
States that has merit pay and has shown an increased level of student
academic performance?
What do you understand about the implementation of the common
core at the school district level? How much time has been invested by
your local school district over the past three years?Have you shared at least one piece of evidence that public schools work with someone in your circle of influence?Sincerely,
Mike Paskewicz, SuperintendentNorthview Public Schools